Advanced Diploma in Architectural Technology

Purpose

Qualifying learners will be independent thinkers that can assimilate broad aspects of information, analyse complex problems well and compile findings into coherent relevant and appropriate Architectural design solutions. Learners are aware of environmental and social sustainability and understand their responsibility in this regard. They are able to make decisions in the built environment and reflect this awareness. The qualifying learner will have the competence to apply creativity, problem-solving, specialised knowledge and management principles to the practical implementation of architectural technology through appropriate research.

This qualification curriculum consists of five subject streams which continue vertically from the Diploma into this Advanced Diploma in Architectural Technology. Emphasis is placed on Technology as the driver for Design and this will be supported by Practice, Literacy and Environmental design. Learner engagement will be project based in which the subject streams are integrated into the scope of the project. This way of working simulates the work flow in an architectural practice and relies on the integration of theoretical, practical and situational knowledge and their application towards solving specific problems.

Rationale

The profession of Architect is part of the 100 scarce skills mentioned in the National Scarce Skills List 2014. In the same document housing is highlighted under the Joint Initiative on Priority Skills Acquisition (JIPSA) as an area for "immediate attention and professionals in the built environment is highlighted under the Strategic Integrated projects." (Scarce Skills List, 2014) Architecture is integral to the National Development Plan Vision 2030 and makes a major contribution to the development of sustainable human settlements and work creation both regionally and nationally. As part of the construction sector architecture is important to government and organisations in various sections responsible for the delivery of services and infrastructure nationally and within the broader African context.

The institution has opted, through the re-curriculation process, to take the route of Diploma, Advanced Diploma, Postgraduate Diploma and Professional Master's Degree in Architectural technology for several reasons. These reasons include broadening access for learners; allowing exit levels at each South African Council for the Architectural Profession (SACAP) registration stage; allowing learners to work and generate income before entering the next level of study and following a route that can end in a professional Master's Degree with professional registration as Architect. This qualification is recognised by the SACAP as a level where a graduate may register as a Professional Senior Architectural Technologist in Training if obtained from a SACAP accredited Architectural Learning Site. This allows a graduate to register with SACAP as a Candidate Senior Architectural Technologist and then work in practice for a qualified practitioner. After two years Candidates may write the professional exam set by SACAP to become a Professional Senior Architectural Technologist.

The need for architectural learning qualifications in South Africa has been reported by the South African Council for the Architectural Profession in their annual reports. According to the South African Council for the Architectural profession, South Africa has an architectural professional to population ratio of 1:8322. This means that the number of graduates needs to increase significantly to meet the requirements of the National Development Plan.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements.

Each application is evaluated according to the institution's RPL policy an appeal procedure is in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/towards advanced standing as described in institutional guidelines.

Entry Requirements

• A 360 Credits Diploma in Architecture, Level 6.

Or

• A National Diploma in Architecture, Level 6.

Or

• A 360 Credits Diploma in Architectural Technology at NQF Level 6.

This qualification comprises compulsory modules at NQF Level 7 totalling 120 Credits.

Compulsory Modules: 120 Credits

• Architectural Technology 4, 35 Credits.
• Architectural Design 4, 35 Credits.
• Architectural Practice 4, 20 Credits.
• Architectural Literacy 4, 10 Credits.
• Environmental Design 4, 20 Credits.

1. Research, critically appraise, synthesise and prioritise technological, contextual, spatial, social and environmental conditions that influence the design of an architectural project.
2. Use sound theoretical principles to conceptualise and design architectural projects, equal to the complexity of a multi-story building, in urban or rural contexts.
3. Apply sound technological building knowledge to the design and development of simple multi-story buildings.
4. Develop comprehensive construction and contract documentation for a complex building design.
5. Define and explain the management of a building project and the administration of a building contract through sound administrative and architectural practices and procedures.
6. Using a variety of media, communicate own ideas, in well-formed arguments, as a professional senior architectural technologist.
7. Identify, analyse and critically appraise the possible social, economic and environmental impacts of architectural projects and apply sustainable building principles.
8. Describe and defend the social responsibility role of an architectural professional in broader society.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically appraise contemporary architectural theories in relation to the South African context.
• Identity, analyse and critically discuss selected, relevant precedent studies.
• Identity and explain the environmental, economic and social aspects to be considered in the design of a building.
• Develop well-formed arguments to complex architectural problems and present this research as an academic paper.
• Identify and explain a research design and methodology that is appropriate to the problem under investigation and justify the decision taken.

Associated Assessment Criteria for Exit Level Outcome 2

• Define and appraise a variety of architectural problems, equal to the complexity of a multi-story building, in urban or rural contexts.
• Independently develop concepts and project solutions for a variety of architectural problems, equal to the complexity of a multi-story building, in urban or rural contexts.
• Apply key theoretical concepts and theoretical knowledge in order to derive design concepts.
• Identify and analyse appropriate precedent and apply principles to a design problem.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe and explain the use of a wide range of building materials, systems and technologies for constructing simple multi-story buildings.
• Design advanced and complex construction solutions for simple multi-storey buildings.
• Appraise the environmental and social appropriateness of technologies and materials within a specific context.
• Explain and justify basic structural concepts for a wide a variety of architectural problems, equal to the complexity of a multi-story building, in urban or rural contexts.
• Successfully complete independent, explorative research projects into innovative construction solutions that address environmental concerns for simple multi-storey buildings.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop complete documentation drawings and related architectural documents for the design of a complex building.
• Write accurate, detailed specifications for the design of a complex building.

Associated Assessment Criteria for Exit Level Outcome 5

• Appraise and evaluate the principles and application of office administration for a specific real-life architectural practice.
• Explain the principles and application of building project management.
• Interpret and appraise problems arising from contract administration problems and suggest solutions.

Associated Assessment Criteria for Exit Level Outcome 6

• Prepare and present advanced graphic three dimensional computer work in written, oral, digital and graphic format, as appropriate to the required documentation.
• Communicate appropriately and clearly with the various role players in professional architectural practice.

Associated Assessment Criteria for Exit Level Outcome 7

• Relate the building to its surroundings as part of a broader environmental, socio-economic and built environment systems.
• Identify urban concerns related to architectural projects.
• Identify landscape concerns related to the passive climatic design of architectural projects.
• Appraise, schedule and document building services for complex buildings in harmony with broader environmental systems.
• Do environmental calculations as stipulated in environmental legislation.

Associated Assessment Criteria for Exit Level Outcomes 8

• Define and explain the concept of alternative practice.
• Identify opportunities for the architectural profession to become involved in social design projects.

Integrated Assessment

The assessment of work is guided by the institution assessment policy. In the policy provision is made for formative as well as summative Assessment. Guidelines are provided for an appeals process which is available to learners.

The assessment strategy for the Advanced Diploma in Architectural Technology follows a continuous and integrated approach and is aligned with the teaching and learning strategy of this qualification. In principle the assessment strategy is designed to give formative assessment during and summative assessment at the submission of each of the applied projects. Formative feedback throughout the duration of projects also allows learners to reflect and improve on where they are, what they have learned and what they still need to focus on. Learners then have the opportunity to improve and complete their projects for the summative portfolio assessment.

Formative Assessment

In the Advanced Diploma Formative Assessments form an integral part of the teaching and learning strategy.

Integrated Assessment (IA)

Assessment of an integrated project will include assessing various outcomes across the five subject areas. The outcomes to be achieved for each subject will be clearly defined at the beginning of each project. The assessments are manageable for the learners as they can focus on one body of work in more depth and complexity as required at this National Qualifications Framework (NQF) level. Some of the more theoretical aspects of the subjects will be assessed within each subject through group presentations, formal written assignments, written and verbal tests and content created and disseminated digitally such as blogs. All assessments form part of the continuous assessment strategy.

Summative Assessment (South Africa (SA)

Summative Assessment tasks assess learner attainment against course outcomes; SA happens at particular times or has specific deadlines and the results of the SA task contribute to the learners' mark record. These assessments are done according to a pre-defined and disseminated rubric, the rubric also provides a mechanism for feedback so that the student is made aware of areas that require more attention and of outcomes that have been achieved well.

For all there are four Summative Assessments each year, which result in four progress marks.